Professor Mhairi C Beaton is a Professor in the Carnegie School of Education.
Having worked as a teacher in the Highlands of Scotland and following the completion of her Masters in Education, Mhairi joined the School of Education at University of Aberdeen as a Lecturer. During her time working at University of Aberdeen, Mhairi was Programme Director for the MA in Inclusive Practice and was a tutor on the MA in Autism and Learning. Whilst at University of Aberdeen, Mhairi completed her Ph.D examining the development of pupils’ learner identity in primary schools and led a number of externally funded research projects focusing on teacher development, inclusion and assessment.
Since joining the Carnegie School of Education, Mhairi has led a number of externally funded international research projects focusing on inclusion, teacher education and student voice. Mhairi is also the Leeds Beckett University representative on the University of the Arctic Assembly having successfully led the university’s application for membership in 2018.
Industry Expertise (3)
Writing and Editing
Areas of Expertise (5)
Inclusive Practice in Education
University of Aberdeen: PhD
- University Profile
- Dilemmas in teacher education: sharing our English policy context with European colleagues – Carnegie Education Blog
- New project to investigate and share international best practice in digital technology within education – Research News
- Dialogue dilemmas and practical wisdom – Carnegie Education Blog
- British Educational Research Association Profile
- Social Challenges Profile
- DesignMyFuture Website
- EUPromise Website
Media Appearances (1)
How can teachers’ learning contribute to better inclusion?
Learning and Skills Events Consultancy and Training online
Inclusion is a constant teacher priority and our research shows some forms of professional learning foster more effective approaches to getting it right, write Rachel Lofthouse and Mhairi Beaton
Bridging the theory and practice of eliciting the voices of young children: findings from the Look Who’s Talking projectEuropean Early Childhood Education Research Journal
2022 To foster children and young people’s skills, dispositions and understanding that underpin a voice agenda, practices need to be developed that support this from the earliest age. This article explores issues relating to this complex, challenging and under-researched area from the perspective of practitioners working with children aged from birth to seven.
In Response—Reply to John Paul DonnellyBritish Journal of Learning Disabilities
2021 In John Paul Donnelly's (2021) In Response article, he draws attention to the Scottish Government (2020) report on the additional challenges people with disabilities and their carers have experienced during the COVID-19 pandemic. Donnelly (2021) also writes about the Glasgow Disability Alliance (GDA) and the ways this organisation responded quickly to the pandemic to support its members.
Decommissioning normal: COVID-19 as a disruptor of school norms for young people with learning disabilitiesBritish Journal of Learning Disabilities
2021 To slow the spread of COVID-19, on 20 March 2020, nurseries, schools and colleges across England were closed to all learners, apart from those who were children of key workers or were considered “vulnerable.” As young people with learning disabilities, families, professionals and schools become acquainted with the Erfahrung of the new horizon brought about by COVID-19, the negativity of altered social inclusion is becoming the “new normal.”
Conceptualising Teacher Education for Inclusion: Lessons for the Professional Learning of Educators from Transnational and Cross-Sector PerspectivesSustainability
2021 Despite policy calling for enhanced inclusive practice within all schools and colleges, educators across Europe are facing increasing challenges when providing effective inclusive education for all students as a result of increased diversity within European society. This paper focuses on the development of our understanding of how to support educators’ professional learning around issues of diversity and inclusion.
Experiences of Higher Education Students on the Autism Spectrum: Stories of Low Mood and High ResilienceInternational Journal of Disability, Development and Education
2020 Increasing numbers of students on the autism spectrum enter higher education (HE), hoping to develop their skills and independence. However, many find it difficult to transition to and succeed in this environment, and the support provided by universities can be inconsistent as highlighted by a recent review. This study explores the personal experiences of 16 students with autism from four Western countries, focusing on successes and challenges.